What is the risk in giving the emperor total control over the state? What threats does this rule pose to the state?
Step 3: Attend the ball
As this is a celebratory event to some degree be sure to write next to your name what it is that you are bringing to the ball, i.e. soft drinks, snacks etc. While at the ball:
Be sure to enter into a dialogue with as many people as you can. You question and theirs should help facilitate your discussion. Be sure to share your ideals with them.
Take notes (used for your self-reflection) on such things as:
Who you spoke to and what they had to say. Try to get to know at least four other nationalist leaders or writers. (Again, see the self-reflection assignment below)
Points of common interest and disagreement you had with people and who those people were.
Enjoy yourself. It is, after all, a party.
Step 4: Self-Reflection
Hand in for a grade a self-reflection of this activity. Your writing should include the following:
• Your question and how some people (3) responded to it.
As Tatsukichi Minobe, I asked a key factor of my political theory: What is the risk in giving the emperor total control over the state? What threats does this rule pose to the state? Although most people I met were of different ethnicity, they still listened with great interest. Sun Yat-sen, for example, said that my ideas were very interesting. He also studied and got influenced at a foreign country like my character did. He responded to my question by talking about how he agreed about the notion of having the emperor as the head of the government. However, his ideas were more radical; he believed that the military should replace the emperor's position, with the emperor with no place in the government. Likewise, Mao Zedong also believed that the social hierarchies should be destroyed and agreed to my idea. While saying that the emperor's power shouldn't be divine, he also stated that my idea that my idea of an emperor as a part of the government but not a divine being was reasonable. Both of the people seemed to believe that the emperor should not have total control over the state and that it would be dangerous to give them all the power since the emperor could potentially be an insufficient leader. On the other hand, Yu Kwan-sun was not really active in responding to my question. Although she understood my logic, she was more interested in Korean independence, not in Japanese affairs.
• A brief description of what your learned about at least three other nationalist leaders.
I learned about Sun Zhongshan, who gave me an impression that he was a very western person. His ideas were based on western philosophies; he voiced that democracy should govern the country, not the royal family. He seemed to respect America and their ideas. I also learned about Hu Shi, an ambassador who studied at Cornell and Columbia University. His chief accomplishments included a literary reform. He worked to improve education, government, and was a believer of pragmatism. He progressed China philosophically. Finally, I learned about Yu Kwan Sun and how she was a great figure to the Korean independence. It was especially impressionable that she died from torture for being pro-korean independence.
• Your thoughts and feelings about your effort and participation in this activity.
The activity was more enjoyable than it was last year when I did a similar activity in Mr. Brightman's class. The food was nice and having specific rotation periods were efficient. We weren't able to get all our research material across, but we were able to tell most of our main ideas. In this activity, I tried to let as many people know about my key background and about my political idea. I think it was an interesting activity, but it could have been better if more people actually researched their character and acted more accordingly to their roles. Still, it was a good activity to get to know the different political figures.
Step 1: Create a Wiki for your leader [O.K]
Bibliography:
"Minobe Tatsukichi." Universitat de València. N.p., n.d. Web. 13 May 2010. <http://www.uv.es/EBRIT/micro/micro_395_88.html>.
"Minobe Tatsukichi (Japanese jurist) -- Britannica Online Encyclopedia." Encyclopedia - Britannica Online Encyclopedia. N.p., n.d. Web. 13 May 2010. <http://www.britannica.com/EBchecked/topic/384441/Minobe-Tatsukichi>.
"4-4 Dispute over "Emperor as an Organ of Government Theory" | Modern Japan in archives." ¹ñΩ¹ñ²ñ¿Þ½ñ´Û-National Diet Library. N.p., n.d. Web. 13 May 2010. <http://www.ndl.go.jp/modern/e/cha4/description04.html>.
"About Hyogo Prefecture, Japan - Hyogo Business & Cultural Center." Hyogo Business & Cultural Center. N.p., n.d. Web. 13 May 2010. <http://www.hyogobcc.org/about_hyogo.htm>.
Step 2: Generate a question. [O.K]
What is the risk in giving the emperor total control over the state? What threats does this rule pose to the state?
Step 3: Attend the ball
As this is a celebratory event to some degree be sure to write next to your name what it is that you are bringing to the ball, i.e. soft drinks, snacks etc.
While at the ball:
Step 4: Self-Reflection
Hand in for a grade a self-reflection of this activity. Your writing should include the following:
• Your question and how some people (3) responded to it.
As Tatsukichi Minobe, I asked a key factor of my political theory: What is the risk in giving the emperor total control over the state? What threats does this rule pose to the state? Although most people I met were of different ethnicity, they still listened with great interest. Sun Yat-sen, for example, said that my ideas were very interesting. He also studied and got influenced at a foreign country like my character did. He responded to my question by talking about how he agreed about the notion of having the emperor as the head of the government. However, his ideas were more radical; he believed that the military should replace the emperor's position, with the emperor with no place in the government. Likewise, Mao Zedong also believed that the social hierarchies should be destroyed and agreed to my idea. While saying that the emperor's power shouldn't be divine, he also stated that my idea that my idea of an emperor as a part of the government but not a divine being was reasonable. Both of the people seemed to believe that the emperor should not have total control over the state and that it would be dangerous to give them all the power since the emperor could potentially be an insufficient leader. On the other hand, Yu Kwan-sun was not really active in responding to my question. Although she understood my logic, she was more interested in Korean independence, not in Japanese affairs.
• A brief description of what your learned about at least three other nationalist leaders.
I learned about Sun Zhongshan, who gave me an impression that he was a very western person. His ideas were based on western philosophies; he voiced that democracy should govern the country, not the royal family. He seemed to respect America and their ideas. I also learned about Hu Shi, an ambassador who studied at Cornell and Columbia University. His chief accomplishments included a literary reform. He worked to improve education, government, and was a believer of pragmatism. He progressed China philosophically. Finally, I learned about Yu Kwan Sun and how she was a great figure to the Korean independence. It was especially impressionable that she died from torture for being pro-korean independence.
• Your thoughts and feelings about your effort and participation in this activity.
The activity was more enjoyable than it was last year when I did a similar activity in Mr. Brightman's class. The food was nice and having specific rotation periods were efficient. We weren't able to get all our research material across, but we were able to tell most of our main ideas. In this activity, I tried to let as many people know about my key background and about my political idea. I think it was an interesting activity, but it could have been better if more people actually researched their character and acted more accordingly to their roles. Still, it was a good activity to get to know the different political figures.
• Due: At the beginning of your next class.